Information for parents and carers
Helping Your Child Understand Language – PIAG 0093 (260kB)
Introduction
Understanding of language (also known as comprehension or receptive language) means understanding the spoken word.
This is different to understanding how things work or what they are used for (e.g. knowing how to work the iPad).
In the early stages of language development children pick up meaning from all the cues around them, e.g. they know it is time for lunch when they see their bowl on the table but might not yet understand the word “lunchtime” (this is situational understanding or understanding of routines).
Some children can find it difficult to understand words, follow instructions or respond to questions.
They may repeat back the words you used and can become upset or frustrated when they don’t understand.
Top Tips
To help your child learn the meaning of new words and support their understanding of instructions follow our top tips:
- Get your child’s attention before talking to them, say their name and get down to their level
- Check level of background noise (tv, music, other people) – this can make it hard for a child to tune in to words
- Give short and simple instructions; keeping sentences short helps your child remember what you have asked them to do. This may mean using a single word if the child is not ready for a sentence.
- Use a picture or object to show the child what the word means, or what the topic is
- Repeat important words: If your child is having difficulty with understanding then saying the key words in a phrase again may help. Or say it with one word.
- Give one instruction at a time: Don’t ‘overload’ your child with information. Make sure they have carried out one instruction before giving them another.
- Use actions / gestures when talking as this will support what you say, for example when you say “get me your shoes” point to their shoes. (Using a signing system can help children learning new words. For more information visit the ‘Makaton’ or ‘Signalong’ website)
- Don’t ask too many questions. By asking less questions this can take the pressure off your child. Instead talk about what you are doing; this creates more language opportunities as you are introducing them to a range of vocabulary instead.
Pointers for nursery and school
- Instructions given to the whole group may need to be given individually for children who need support to understand language
- The child may cope better once they have picked up the routine
- The child may watch other children to help them understand what to do
- Situations that involve listening to language may be difficult, e.g. story time, circle time
- At group time, the child may need to be with just one or two other children. If in a larger group, use a single word or short phrase for the child. Make sure the child can see the pictures in a book at story time or have other visual cues like objects linked to the story.
Contact Information
Alder Hey Community Speech and Language Therapy Department
Sefton (0151 282 4973) Liverpool (0151 295 3990)
Speech and language therapy – Alder Hey Children’s Hospital Trust
(click this link or type into search engine)
This leaflet only gives general information. You must always discuss the individual treatment of your child with the appropriate member of staff. Do not rely on this leaflet alone for information about your child’s treatment.
This information can be made available in other languages and formats if requested.
Alder Hey Children’s NHS Foundation Trust
PIAG: 0093